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​Virtual Reality (VR) is a cutting-edge digital tool focused on providing an interactive three-dimensional representation of reality (Van Gelder & Luciano, 2014). The primary objective of virtual scenarios is to immerse users in a realistic representation of the world by engaging their sensory system (Ticknor, 2019a). 

​With the increasing availability of VR, clinicians have been using it for assessments, therapies and treatments (Ticknor, 2019b), yielding positive outcomes, such as significantly reducing anxiety and stress levels in patients (Krisch, Bandarian-Balooch, O’Donnell & Neuman, 2016).

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Due to its secure and controlled environment, VR has also found application in the education and training sectors (Martirosov & Kopecek, 2017). It offers a safe method for practising potentially dangerous situations, such as firefighting exercises (Gamberini, Cottone, Spagnolli, Varotto & Mantovani, 2003). VR is also used in a work context, particularly in production sectors like automotive, to provide training (Dávideková, Mjartan & Gregus, 2017). 

​In addition, this technology holds potential in pedagogical settings as it enhances the learning process through features like gamification, multisensory interaction scenarios, and real-world visual representations (Mikropoulos & Natsis, 2011). Consequently, it motivates users to engage in continued educational contexts (Monahan, McArdle & Bertolotto, 2008).

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​Considering these characteristics, VR holds the potential to significantly enhance vocational education and training (VET) programmes in prisons. VR settings can support career and educational training by simulating “real-life” scenarios, preparing inmates for the challenges they may face upon release. 

​By incorporating VR technology into rehabilitation services, not only can inmate’s apprehensions and anxieties related to society’s challenges be reduced (Schultheis & Rizzo, 2001), but the likelihood of repeat offences may also be decreased by developing employable skills (Ticknor & Tillinghast, 2011). These training scenarios also provide inmates with access to valuable activities that are typically limited or entirely unavailable in prison institutions, such as simulating a job interview. 

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​Furthermore, VR offers a solid emotional and social learning component, enabling users to practice and improve skills like conflict resolution, problem-solving, collaboration, and decision-making (Thornhill-Miller & Dupont, 2016; Larach & Cabra, 2010), without any associated risks.

There is a pressing need to develop VET opportunities to help inmates gain professional qualifications while incarcerated and increase their engagement in such programmes. Virtual scenarios can be programmed and adapted to meet the specific needs of individual inmates, creating personalised environments and interventions that cannot be replicated within correctional facilities without utilising VR (Kip et al., 2019; Turner & Casey, 2014; Kim, Schwartz, Catacora & Vaughn-Cooke, 2016; Botella et al., 2017). Consequently, VR holds promise in promoting sustained participation in VET programmes and motivating inmates to complete them.